Go on Two Wheels

UNIVERSIDADES PÚBLICAS DE LA COMUNIDAD DE MADRID
PRUEBA DE ACCESO A LAS ENSEÑANZAS UNIVERSITARIAS
OFICIALES DE GRADO
Curso 2014-2015
MATERIA: INGLÉS
OPCIÓN A
INSTRUCCIONES GENERALES Y VALORACIÓN
Después de leer atentamente los textos y las cuestiones siguientes, el alumno deberá escoger
una de las dos opciones propuestas y responder en INGLÉS a las cuestiones de la opción
elegida.
CALIFICACIÓN: Las cuestiones 1ª, 2ª y 4ª se valorarán sobre 2 puntos cada una, la pregunta
3ª sobre 1 punto y la pregunta 5ª sobre 3 puntos.
TIEMPO: 90 minutos.
QUESTIONS
1.- Are the following statements TRUE or FALSE? Copy the evidence from the
text. No marks are given for only TRUE or FALSE.
a) According to the text, traffic lights are essential for the safety of cyclists.
b) Nowadays, driving gives you more liberty than cycling.
(Puntuación máxima: 2 puntos)
Go on Two Wheels
2.- In your own words and based on the ideas in the text, answer the following
questions. Do not copy from the text.
“Beat the Tube strike, get a bike!” During the 48-hour shutdown of London
Underground in February 2014, thousands did just that and took to two wheels.
During the General Strike of 1926, the middle-class volunteers who drove trains
were strike breakers. Similarly, these two-wheeled commuters were trying to beat
the Tube strike.
a) Explain how Londoners reacted to the transport strike in 1926 and in 2014.
b) How did cycling affect women in the past?
With every turn of a bicycle wheel, human freedom is advanced. Cyclists do not
have to face timetables; through their own sweat, they make their way in the
world, free from following rigid lines of steel and electricity. The bike is
individualism in action.
The bicycle is a reminder of the freedoms people enjoyed in the lost Victorian
days. You pay no taxes or duties; you need no licence, permit or certificate of
proficiency - you just get on your bike. And any cyclist with road sense will have
a relaxed attitude towards highways regulations. It is absurd to give dog-like
obedience to a red light when your eyes and ears tell you it is safe to go.
The bike has always pedalled individual freedom forward. The Lady Cyclists’
Association, founded in 1892, knew that it not only gave women an escape from
home and husband, but also a reason to throw off constricting dresses. Many lady
cyclists, for practical reasons, made cause with the Rational Dress Society who
opposed “the introduction of any fashion in dress that either deforms the figure or
impedes the movement of the body”.
(Puntuación máxima: 2 puntos)
3.- Find the words in the text that mean:
a)
b)
c)
d)
exactly (paragraph 1)
schedules (paragraph 2)
created (paragraph 4)
get rid of (paragraph 4)
(Puntuación máxima: 1 punto)
4.- Complete the following sentences. Use the appropriate form of the word in
brackets when given.
a) I remember _______ (bike) with my friends when I was a teenager in the
village _______ I was born.
b) The Lady's Association to protect women’s health _______ (found) by
Victorian women, who were much more advanced _______ you can
imagine.
c) “Cyclists _______wear a helmet”. This statement appears in UK parks
where it is compulsory _______ (do) so.
d) Complete the following sentence to report what was said.
“Why don’t we go for a walk tomorrow if the weather is fine?”
John suggested _______________________________________________
(Puntuación máxima: 2 puntos)
5.- Write about 100 to 150 words on the following topic.
What are the advantages and disadvantages of cycling in big cities?
The car is no longer a symbol of freedom, so if you want to feel free, go on two
wheels.
(Puntuación máxima: 3 puntos)
UNIVERSIDADES PÚBLICAS DE LA COMUNIDAD DE MADRID
PRUEBA DE ACCESO A LAS ENSEÑANZAS UNIVERSITARIAS
OFICIALES DE GRADO
Curso 2014-2015
MATERIA: INGLÉS
OPCIÓN B
INSTRUCCIONES GENERALES Y VALORACIÓN
Después de leer atentamente los textos y las cuestiones siguientes, el alumno deberá escoger
una de las dos opciones propuestas y responder en INGLÉS a las cuestiones de la opción
elegida.
CALIFICACIÓN: Las cuestiones 1ª, 2ª y 4ª se valorarán sobre 2 puntos cada una, la pregunta
3ª sobre 1 punto y la pregunta 5ª sobre 3 puntos.
TIEMPO: 90 minutos.
Use or Abuse of Technology
People in Britain now spend more time watching TV, gaming, and using their
mobile phones and computers than they do sleeping. Research by a British
communications agency found that the average UK adult uses technology for
eight hours and 41 minutes a day, 20 minutes longer than they spend sleeping.
One of the biggest reasons for this is Wi-Fi. People can get online almost
anywhere, so they spend more time online. Nowadays, it is very common that
people make telephone calls or surf the web while watching television.
The study, which examined the use of technology by different age groups, also
found that six-year-olds understand how to use gadgets such as tablets and
mobile phones at the same level as 45-year-olds. Another finding was that
people understand digital technology better when they are 14 or 15.
According to Dr. Arthur Cassidy, a social media psychologist, technology is
changing the way people communicate with each other. He warned that we are
becoming more and more anti-social and we are moving away from face-toface conversations because of technology. He added that people are now
saturated with digital technology and are becoming psychologically dependent
on their smart phones.
Dr. Cassidy linked the increasing cases of Internet and social media addiction
among youngsters with problems in mental and physical development.
Perhaps we should think of recreational screen time as a form of consumption
in the same way that we think of sugar, hours of sun, ... – measured in units of
hours per day.
QUESTIONS
1.- Are the following statements TRUE or FALSE? Copy the evidence from the text. No
marks are given for only TRUE or FALSE.
a) An expert said that we are having more in-person conversations now than we used
to in the past.
b) Dr Cassidy believes that the overuse of technology by young people only damages
their brain.
(Puntuación máxima: 2 puntos)
2.- In your own words and based on the ideas in the text, answer the following questions.
Do not copy from the text.
a) Why do British people make more use of technology nowadays?
b) What are the research findings regarding children and teenagers?
(Puntuación máxima: 2 puntos)
3.- Find the words in the text that mean:
a)
b)
c)
d)
nearly (paragraph 1)
discovery (paragraph 2)
due to (paragraph 3)
associated (paragraph 4)
(Puntuación máxima: 1 punto)
4.- Complete the following sentences. Use the appropriate form of the word in brackets
when given.
a) She uses her computer, _______ is in her living room, to keep _______ touch with
her family.
b) People ________ (not communicate) so easily if the Internet _______ (not exist).
c) After _______ (get) home, she found out that her son _______ (use) the
PlayStation while she was out.
d) Complete the following sentence to report what was said.
They shouldn’t have sent the report off for printing yet.
The report _______________________________________________
(Puntuación máxima: 2 puntos)
5.- Write about 100 to 150 words on the following topic.
What differences do you find between the use of technology by teenagers and by
adults?
(Puntuación máxima: 3 puntos)
INGLÉS
CRITERIOS ESPECÍFICOS DE CORRECCIÓN
El ejercicio incluirá cinco preguntas, pudiendo obtenerse por la suma de todas ellas una
puntuación máxima de 10 puntos. Junto a cada pregunta se especifica la puntuación máxima
otorgada. La valoración y los objetivos de cada una de estas preguntas son los siguientes:
Pregunta 1: Hasta 2 puntos. Se trata de medir exclusivamente la comprensión lectora. El
estudiante deberá decidir si dos frases que se le presentan son verdaderas o falsas, copiando a
continuación únicamente el fragmento del texto que justifica su elección. Se otorgará 1 punto
por cada apartado. Se calificará con 0 puntos la opción elegida que no vaya justificada.
Pregunta 2: Hasta 2 puntos. Se pretende comprobar dos destrezas: la comprensión lectora y
la expresión escrita, mediante la formulación de dos preguntas abiertas que el estudiante
deberá contestar basándose en la información del texto, pero utilizando sus propias palabras
en la respuesta. Cada una de las preguntas valdrá 1 punto, asignándose 0,5 puntos a la
comprensión de la pregunta y del texto, y 0,5 a la corrección gramatical y ortográfica de la
respuesta.
Pregunta 3: Hasta 1 punto. Esta pregunta trata de medir el dominio del vocabulario en el
aspecto de la comprensión. El estudiante demostrará esta capacidad localizando en el párrafo
que se le indica un sinónimo, adecuado al contexto, de cuatro palabras o definiciones. Se
adjudicará 0,25 por cada apartado.
Pregunta 4: Hasta 2 puntos. Con esta pregunta se pretende comprobar los conocimientos
gramaticales del estudiante, en sus aspectos morfológicos y/o sintácticos. Se presentarán
oraciones con huecos que el estudiante deberá completar o rellenar. También podrán
presentarse oraciones para ser transformadas u otro tipo de ítem. Se adjudicará 0,25 a cada
“hueco en blanco” y en el caso de las transformaciones o ítems de otro tipo se concederá 0,5
con carácter unitario.
Pregunta 5: Hasta 3 puntos. Se trata de una redacción, de 100 a 150 palabras, en la que el
estudiante podrá demostrar su capacidad para expresarse libremente en inglés. Se propondrá
una única opción y se otorgarán 1,5 puntos por el buen dominio de la lengua – léxico,
estructura sintáctica, etc. – y 1,5 por la madurez en la expresión de las ideas – organización,
coherencia y creatividad.